Seeing, Listening, and Planning




In early childhood classrooms, the best plans come from simply paying attention. When we observe children closely and use assessment tools thoughtfully, we can create spaces and activities that actually reflect who they are and what they need.

I once noticed that our dramatic play area was mostly empty. But through observation notes and informal check-ins, I learned that the children were more interested in real-life roles they saw in their neighborhoods bus drivers, store clerks, barbers. We swapped in new props, and suddenly, the space came alive with stories, teamwork, and joy. That shift started with assessment.

On a bigger level, I’ve seen how national tools like Teaching Strategies GOLD connect with our state’s quality systems. When we use the same language and goals, we can share data across classrooms, plan smarter supports, and make real change especially for multilingual learners and families from diverse backgrounds.

At the end of the day, good assessment helps us see children clearly and respond with care.

What’s one small change you’ve made after watching your children closely?

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